AN INTRODUCTION TO

SIOP MODEL THE SIOP MODEL AND

WHAT BENEFITS IT HAS

Survival Guide IN THE ELEMENTARY

CLASSROOM

Mary Hooper

ESL223

5/13/2019

Professor Rachel Keller This Photo by Unknown Author is licensed under CC BY-SA-NC

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 INFLUENCES ON INSTRUCTION FOR ELL STUDENTS

Political
Legal
Socio Economic

ELL students and their education maybe influenced by a number of various factors
politically English language learners are often improperly associated with illegal
immigration. Politicians tend to support either English only immersion programs or
bilingual education programs. The SIOP model can be effectively implemented with
either program. The balance between assimilation, education, and cultural sensitivity
is a complex topic that various politicians and political parties have strong stances on.

Legally on a federal level English has not been elevated above other languages.
However, some states have passes legislation eliminating bilingual programs to focus
on English only immersion programs. The Civil Rights Act of 1964 ensures that
students cannot be discriminated against due to their language, denied enrollment,
or even held back based solely on their English language proficiency scores. Over the
years various federal and state laws were created to guide school systems through
English Language Acquisition models and educating ESL students.

When a student encounters a language barrier in conjunction with the struggles of a

low socioeconomic status the language and vocabulary gaps that exist in each
individual population are compounded. Access to divers and age appropriate reading
materials or educational software at home maybe extremely limited. Parent

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involvement may also suffer a parent may often work, and struggle to communicate
with teachers if they do not speak English. Without the resources to easily translate
or learn English parents may become intimidated by teachers or administrators.

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 CONSIDERATION FOR MEETING THE NEEDS OF EL STUDENTS

Within the SIOP Model the unique needs of students are met in a
variety of ways
 The emphasis on vocabulary is beneficial to EL and general education students

 The use of creative and diverse activities in the SIOP Model place great emphasis on review and
practice to strengthen new and previously learned skills

 Inclusive classroom ensures that EL students have equal access to classes and content

 Lesson planning accounts for the use of developmentally and culturally appropriate materials and
texts

To effectively implement the SIOP model in a way that meets a students needs a
teacher will need access to many resources. Expectations and key concepts may
need to be translated into a students first language. To properly translate
information an EL teacher or effective translation tools will be needed. The SIOP
model places a lot of emphasis on vocabulary and effective methods for teaching it.
“Vocabulary development is the key feature of language development over time that
can readily be measured and taught. There is consensus in the research community
that vocabulary knowledge is the key predictor of reading comprehension and
academic achievement over time”( Roessingh, 2018, p. 25).

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 ELL HISTORICAL EVENTS

Colonization of North American led to a variety of languages being spoken in the

original colonies.
Classes and resources were often provided in a variety of languages

Throughout the history of the United States forced language assimilation has had a dark
history

The Health, Education, and Welfare Memorandum of May 25th 1970

2001 Tittle III of the No Child Left Behind ACT

America has a long history of language diversity, even in the original colonies a
number of languages including German, French, Dutch, and several indigenous
languages (Lakota, Sioux, Etc.) were common place. Remarkably English in is not the
“official” language of the United States. Until the late 1800s little to no legislation
existed addressing ESL students or acknowledging English as the standard in
educational facilities.

Forced Language assimilation has been used in part to strip populations of their
native cultures or histories. Indigenous cultures after colonization, African American
Slaves were stripped of native languages, and Japanese American Schools were
closed During/After World War II.

In more recent times legislation has been placed to protect cultures and languages
and many private organization and populations have made efforts to preserve
endangered languages.

The 1970 Memorandum states ”Where the inability to speak and understand the
English language excludes national origin minority group children from effective
participation in the educational program offered by a school district, the district must

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take affirmative steps to rectify the language deficiency in order to open its
instructional program to these students.”

The NCLB Act requires states to implement yearly student academic assessments that
include, at a minimum, academic assessments in mathematics and reading or
language arts. These assessments must be aligned with state academic content and
achievement standards. Each state, school district, and school is expected to make
adequate yearly progress toward meeting the state standards.

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 BENEFITS OF IMPLEMENTING SIOP IN THE CLASSROOM

 By engaging in innovative SIOP methods and strategies educational experiences are enhanced
for all learners
 Many supports could be considered universal and allow for a variety of learning styles to
prosper

 Incorporates Technology
 Technology is often easy to individualize for students websites and educational programs
often adapt to the student’s performance level

 Professional development on the SIOP model and SIOP friendly strategies is a critical
component to effective implementation

Effective integration of the SIOP model into the education system will benefit a many
students, the need for ESL services will only continue to grow. “19.7% reported
speaking a language other than English at home, and 8.7% described themselves as
speaking English less than “very well.” Moreover, the U.S. Census projected that
students whose first language (L1) is not English will represent about 40% of the K-12
student population in the Unites States by the year 2030” (As Cited by Chen, 2008, p.
8). ESL students often tend to lag behind their grade level peers, this may be in part
because many teachers do not have the resources to address grade level content
standards, while simultaneously addressing the appropriate English language
acquisition standards using one curriculum. The SIOP model is designed to meet this
need. Instead of asking teachers to create two separate lesson plans teachers learn
to adapt their lessons and strategies into one comprehensive and effective lesson
plan.

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 LESSON PLANNING

Features of Effective SIOP Lesson Planning

Content objectives clearly defined
Language objectives clearly defined
Content adapted to meet each student’s proficiency level
 Meaningful activities that address content needs while building language skills
Concepts suitable for age and background of all students
Supplemental materials are used extensively to support learning

While teachers might not be used to relating their subjects like math or science to the
related English Language Acquisition standards, they often already applying activities
and strategies that support both standards. Journaling, essays, and extended projects
are all examples of common activities that can support content and language
objectives concurrently. Benefits of effective lesson planning using the SIOP model
include intentional teaching strategies that plan for activities designed to stimulate a
variety of learning styles by utilizing hands on activities and real life scenarios to
elaborate on content objectives.

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 LESSON PLANNING TEACHING EXAMPLE
Learning objective LS.K2.1b Identify a living thing and a non-living thing Language Objective: EL 2-3.2 Standard: participate in grade
appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and
questions

Introduction activity: Smartboard activity where students sort a variety of pictures as either living or non living. (whole class).
Students will be asked to sort and explain their choice to the class.

Center 1: A few objects like a rock or a plant are made available for students to inspect students are asked select one item to
write a journal entry describing the item, they must also decide if it is living or non living. If extra adult is in classroom they will be
at this center. (Small Group)

Center 2: Students are giving a sheet with a number of living and non living things students will choose to color either only the
living or only the non living pictures. (Small Group)

Center 3: Students will work with the teacher they look at pictures of various items and discuss if the item is living or non living
and discuss why they choose their answer.

Center 4: Students at a light table will have a variety of Pyrex blocks with samples of rocks, plants, small insects, and other items
and asked to sort the blocks into two groups living and non living

To clarify learning objectives the teacher will tell students that “Today our goal is to
decide if something is living or not living” & “ Our language goal is to write and talk
about various items today”. Using a whole group activity to introduce the objectives
and a small groups to make deeper connections allows for activities to be adapted for
each group depending on language and academic abilities. The lesson plan utilizes a
variety of supplemental resources and materials to support language and concept
development. “In small groups, pairs, and triads, English learners can practice new
language structures and vocabulary that they have been taught, as well as important
language functions, such as clarifying, confirming or disconfirming predictions,
elaborating on one's own or another's ideas, and evaluating opinions”(Echevarria,
2010, P. 9).

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 BUILDING BACKGROUND

Building Background in the SIOP Model Features:

Linking new content and concepts to background experiences and

knowledge

Key vocabulary is reviewed and emphasized

Link Content between new and past learning experiences and skills

Culturally sensitive and inclusive lessons that include diverse and Inclusive texts used
within classroom are beneficial within the classroom because it allows students to
make connections to their individual cultures or experiences. It also allows students
from more traditional backgrounds to be exposed to a wider range of cultural
connections to the content. New vocabulary words are specific to a topic and the
content objective, which supports a deeper understanding of the content. Students
will need to understand the new vocabulary to completely comprehend content
presented in the lesson.

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 BUILDING BACKGROUND TEACHING EXAMPLE

Using the previously mentioned lesson plan on LS.K2.1b Identify a living thing and a
nonliving thing.

 Diverse students have unique backgrounds and cultural experiences. Using the book “Is It Living or
Nonliving?” by Rebecca Rissman relates the topic to a wide variety of climates and locations around
the world.

 When Introducing the lesson the teacher might lead a brainstorming session where students explain
how they decide if a thing is living or not living.

 Prior to the lesson introduction the weekly vocabulary/spelling words might relate the topic

Is It Living or Nonliving? By Rebecca Rissman is an age and developmentally

appropriate text that presents several habitats around the world and several living
and non living things that one might discover within those habitats. Students that
have been to the zoo, may make connections to animals or habitats that they seen.
Students may have traveled or lived in very different parts of the world.
A brainstorming session allows the teacher to understand a wide range of ideas
presented by the students, the teacher is less likely to make assumptions about the
students knowledge or experiences that relate to the concept and start to discover
what if any gaps in knowledge the EL students might have.
Many second grade students have weekly spelling and vocabulary words that they
practice throughout the week, and they are often tested on these words at the end of
the week. A teacher can relate these words to topics that will appear in the weekly
lesson plan. For this lesson one might have students define: Living, Non-Living, Plant,
Mineral, animal, etc. Academic vocabulary could also be incorporated words that
describe relationships, words that describe actions, and words that the students can
use to describe their own though process’ would be examples of appropriate
academic language.

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 COMPREHENSIBLE INPUT

Features of Comprehensible Input Includes:

 Use of Appropriate Speech within the Classroom

 Clear Explanations of all Academic tasks

 Classwork
 Assessments
 Homework

 A wide variety of techniques used within the classroom

Comprehensible input is beneficial in the classroom, as it allows students further

opportunities to comprehend the teachers speech, the teacher’s expectations, and
provides students with a variety of different cues to gather meaning. In the inclusive
classroom the comprehensible input not only benefits the EL students, it may benefit
students with various learning disabilities. Providing directions, notes, and
expectations in writing and verbally allows students another opportunity to follow
directions within the classroom.

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 COMPREHENSIBLE INPUT TEACHING EXAMPLE

Comprehensible input used within the classroom includes:

 Using visual, auditory, and other nonverbal cues to support not only the lesson content, but the
expectations for the students

 The teacher might speak slowly while remaining aware of their enunciation(language must remain
natural to provide proper modeling)

 Ask students to elaborate their answers, or even explain where they found their answer and
supporting information within the text

 Provide directions and information in a number of ways providing oral and written directions to
EL students provides vital language support

The effective use of comprehensible input with the SIOP model calls for the teacher
to not necessarily adapt the content for students, but to instead adapt the way in
which they present the content to the students. Using a variety of cues to elaborate
meaning allows students additional opportunities to understand the content. An
often under appreciated benefit of these strategies is that they also provide the
students with a self correction opportunities. A student who misheard the teacher
can use the visual aides and other supportive materials to clarify what the teacher
actually said. Using proper grammar and enunciation in the classroom is something
many teacher already do, this modeling allows students the chance to recognize and
imitate common speech patterns, blended sounds, and other aspects of spoken
language.

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 STRATEGIES

Features of Effective Strategies in the SIOP Model:

 Effective and diverse learning strategies used

 Scaffolding techniques used within the classroom

 Questions and tasks are designed to elicit higher order thinking

Educators often underestimate or are unaware of the benefits that using diverse
learning strategies within the classroom offers. Traditional pencil and paper activities
or worksheets are often utilized within the classroom. Incorporating activities that
require different skills sets will strengthen a wider range of language abilities. Asking
students to think about words or ideas in terms of visual representations for example
can still build writing skills. To draw or color something students often visualize
certain features this thought process is still building English language skills.
“Secondly, colouring, sketching, and drawing are some of the most important
activities in the writing process. Whether initiated by the students themselves, or
sourced online or from commercially prepared materials, colouring and drawing
prime a host of thought and neuroprocessing mechanisms”(Roessingh, 2018, p. 30).

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 STRATEGIES TEACHING EXAMPLE
Effective use of diverse strategies within the SIOP model:
 Cognitive strategies
 Taking notes, highlighting important information, completing graphic
organizers
 Metacognitive Strategies
 Making predictions, summarizing, visualizing
 Language Learning Strategies
 Scanning, breaking words down, paraphrasing, and Using nonverbal cues to
gain students attention
 Scaffolding Strategies
 Graphic organizers prior to readings, models of completed assignments are
displayed

The strategies listed above meet a variety of educational needs within the inclusive
classroom that aim to effectively use the SIOP model. EL students may require
further adaptions to use various strategies to their full potential. For example when
students are asked to follow along with a power point and take notes provide
students with a print out of the slide show (all students if desired, bet especially for
the EL students). Asking students to paraphrase the content while taking notes, or to
highlight important information as they follow along may provide students with
additional opportunities to understand the content and build language skills.

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 INTERACTION

Effective Interaction in the SIOP Model Features:

 Frequent opportunities for Interaction occur within the classroom

 Peer and Teacher Interaction occurs often

 Classroom Discussions occurs often

 Effective grouping strategies are used to support content and language objectives

 Concepts are Clarified in students native (first) language

 Students are given adequate amounts of time to respond to questions and prompts

The benefits of effective interaction with the SIOP model includes a lot of class and
small group discussions. Classroom discussions allow students to express their ideas
and opinions to their peers. They also learn how to form effective arguments to
support what they say. When teachers facilitate engaging classroom discussions
observations can be made on students current knowledge, and interests that relate
to the content. During whole group and small group discussions the extended wait
times allows students to not only formulate a response, but takes into consideration
that EL students are often taking extra time to express themselves effectively in
English.

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 INTERACTION TEACHING EXAMPLE
The effective use of interaction within the SIOP model includes:
 A variety of structured discussion (triads, partners, and whole class)
 Peer to peer & teacher to student

 Teacher facilitates discussions as opposed to leading them

 Teachers focus on teaching rules for quality discussions

 Stay on topic, take turns, active listen, ask questions etc.

 Encourage students to rephrase their responses using different words and phrases

 Use a variety of grouping methods that change to reflect learning objectives, language
objectives, and student abilities

Using a variety of group settings is not enough. Teachers must look at each activity
and the learning objectives for lesson, and base the group size and make up
accordingly. Depending on the activity EL students should be placed in groups that
reflect their academic and cognitive abilities as opposed to their English language
proficiency level. Providing EL students the opportunity to work with academically
successful students provides important peer modeling. “English learners, who learn
from exposure to good language models, are often shut out of the groups with rich
academic learning opportunities. In fact, in some schools, it has become common
practice to group English learners with low-achieving students regardless of their
academic ability and performance. This practice deprives English learners of the
opportunity to learn grade-level academic skills and language “(Echevarria, 2017, p.
164).

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 PRACTICE AND APPLICATION

Features of Practice and Application Within the SIOP Model:

 Hands on activities provided to support acquisition of new knowledge

 Content and Language knowledge is used in new and diverse ways

 All language skills are integrated into various learning activities

Utilizing all language skills and creating activities that are hands on and engaging
benefits the learning process. These benefits might include increased student
motivation and engagement during lessons. Practicing a variety of skills also allows
different students a chance to excel. Providing multiple opportunities to discover and
build upon their strengths may lead to students becoming more confident with
academic skills. As EL and general education students gain confidence with their
English language skills, and academic language they will be able to focus on applying
their new knowledge or skills in different scenarios. Applying new skills and
knowledge within the classroom allows students a chance to make deeper
connections to the content. When a student understands when and how to use the
knowledge in real life or culturally relevant scenarios they gain a unique perspective.

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 PRACTICE AND APPLICATION TEACHING EXAMPLES

Practice and practical applications within the SIOP model:

 Writing prompts that encourage students to write from a characters point of view
 Journal Prompts

 Having students manipulate objects or forms of media as opposed to using only worksheets

 Holding debates on common moral dilemmas that characters face

 Should Goldie Locks have gone in the bears house? Or Was it OK for Cinderella to sneak
out to the ball? Diverse cultural stories can improve this method.

 Using educational games and digital software to support learning

Relating writing, journaling, and drawing prompts to current topics or texts allows a
student practice different language skills. Utilizing creative activities such as writing
plays, creating newspapers, and holding debates allow students to practice different
language skills. Students practice reading by researching their topic/reading texts,
writing by creating a script or writing arguments, speaking by performing plays or
giving speeches, and listening skills by following along with and responding to teacher
and peer presentations.

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 LESSON DELIVERY

Lesson Delivery Features Within the SIOP Model:

 Content objectives are supported during lessons

 Language objectives are supported during the lessons

 Students are encouraged to become active engaged

 Lessons are taught at a pace that is appropriate for all students

The SIOP models focus on lesson delivery ensures that educators select objectives
and activities that are both observable and measurable. The teacher will use
documentation, assessments, and activities that provide easily observable data. The
data must then be measured or quantifiable. The goal is to determine if students are
actually meeting the content and language objectives put forth at the beginning of
the lesson.

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 LESSON DELIVERY TEACHING EXAMPLE

Examples of effective lesson delivery techniques and strategies

within the SIOP model include:
 Having students recite the objectives back to the teacher

 Periodically check in with students to assess their progress and understanding hand gestures, or
even red/green cards can be used.
 Have students raise a red card if confused, green if they understand

 Using frequent “neighbor” breaks allows students a break to reflect and discuss smaller segments
of the lesson

 Creative projects allow students to work at their own language, academic, and interest level

Lesson delivery is another component of the SIOP model that looks at how content is
presented as opposed to what content is presented. The lesson planning component
of the model calls for teachers to clarify the content and learning objectives to the
students. The teacher is also asked to present these objectives in terms that the
students can easily understand. Having students paraphrase or recite the objectives
back allows the teacher to remain confident that the students understand the
content and language objectives that they are focusing on during the lesson.
Knowing these objectives allows students an opportunity to determine which
knowledge and skills to focus their energy on.

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 REVIEW AND ASSESSMENT

Features of Effective Review and Assessment in SIOP Model:

 Review
 Key Vocabulary
 Key Concepts

 Assess
 Students comprehension of learning and language objectives
 Provide feedback on student output

Review of key concepts and vocabulary supports students in succeeding during both
formal and informal assessments. Informal assessments provide opportunities to
determine how well students understand concepts and their progress with language
acquisition. Teacher observations, anecdotal documentation, classroom discussions,
and other activities that happen throughout lessons but are not meant to be graded.
Formal assessments are typically graded and include tests, homework, and class
projects. Both types of assessments are vital within all classrooms. The SIOP model
utilizes these same assessments for all students when it comes to content
knowledge. ESL students are also tracked and assessed using other specific tests and
screening tools to monitor progress on their English language acquisition.

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 REVIEW AND ASSESSMENT TEACHING EXAMPLE

Within the SIOP model the effective use of review and assessment might
seem daunting, but there is a number techniques that work well
 Using chrome books and digital devices to track student responses to multiple choice questions
 Provides clear measurable data for each student simultaneously

 Vocabulary Journals
 Students use their own words, pictures, and cues to provide meaning to words

 Games like memory, Pictionary, bingo, taboo words, and charades engage students actively in reviewing
newly acquired vocabulary words

These methods compliment more traditional classroom activities and assessments. A

vocabulary journal for example provides ongoing data that can be scored for
participation grades, and if all journal entries for each student are kept in an
individual notebook the teacher can assess what if any progress a student has made
on spelling, writing, and vocabulary throughout the year. The data gathered from
vocabulary journal can influence lesson planning, common mistakes and areas that
many students struggle with can become the focus of future lessons.

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 WORKS CITED
Cheng-Ting Chen, Kyle, D. W., & McIntyre, E. (2008). Helping Teachers Work Effectively with English Language
Learners and Their Families. School Community Journal, 18(1), 7–20. Retrieved from https://search-ebscohost-
com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=32588729&site=eds-live&scope=site
Echevarria, J., & Vogt, M. (2010). Using the SIOP Model to improve literacy for English learners. New England Reading
Association Journal, 46(1), 8. Retrieved from https://search-ebscohost-
com.lopes.idm.oclc.org/login.aspx?direct=true&db=edb&AN=55360478&site=eds-live&scope=site
Echevarria, J., Vogt, M., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model
(5th ed.). Boston: Pearson.
Roessingh, Hetty. (2018). Unmasking the Early Language and Literacy Needs of ELLs: What K–3 Practitioners Need to
Know and Do. BC TEAL Journal, (1), 22. Retrieved from https://search-ebscohost-
com.lopes.idm.oclc.org/login.aspx?direct=true&db=edsdoj&AN=edsdoj.8bb1f67b5af54057ac4fa1ca2b0ea982&
site=eds-live&scope=site

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